I teach studio art as an interdisciplinary, intellectual practice of creative inquiry that provides transferrable, real-world skills. I strive to foster a safe space that mentors undergraduate students during a pivotal time in their personal and professional development. I model studio habits such as brainstorming, attention to detail, public speaking, risk-taking, adaptability, and flexibility, so students are empowered to discover their creative voice and achieve criticality. 

My teaching methods include constructivism, a humanistic approach, which cultivates students to construct knowledge in their mind.   Students form their own knowledge through direct experiences, instead of passively reading about a procedure.  This experiential, learner-centered approach encourages students to bring ones own knowledge and experiences to the learning process and conversation.  This educational process is helpful in overcoming authoritarianism and an alienating intellectualism and opens the channels to inclusivity and diverse thinkers. 

I balance both contemporary and traditional notions of labor and encourage new and old technologies as tools in the studio classroom. I have observed that this approach reduces intimidation, increases safety, and opens doors for all students to engage in the learning process.  I place sustainability at the forefront of my teaching to advance critical conversations about art and ecology across disciplinary boundaries. 

Addressing the economy of material cost, transportation access and the negative impact of the art-making process, I encourage using found, recycled or renewably sourced project material as a free and cost effective alternative that also reinforces positive studio behaviors. It also challenges students to be thoughtful, authentic original opening the doors for all learners to discover the full potential of the sustainable studio classroom.

With diverse learning styles in mind, I emphasize writing and reflection as an important process to the studio act.   I provide opportunities to discuss student progress across the semester in accordance with shared goals. This reflection methodology helps diverse learners develop transferable skills, find genuine meaning in their studies, and prepare for lifelong learning and articulation.